Grade Level:



Grade Level:9Subject:English Language ArtsPrepared By:Chad FurmanConventions of Grammar, Writing, and Vocabulary (Conventions of grammar, writing, and vocabulary are integrated throughout each quarter. Mini-lessons are used to avoid teaching in isolation)What students will Know:The basic 8 parts of speech determined by a pretest.Students will know the steps of the writing process and the know the six traits of writing.Students will know the four different context clues in order to determine meaning of vocabulary.What students will Understand:The student will understand the six traits writing guidelines in order to The student will understand word analysis and vocabulary strategies to read fluently using Cornell Note taking and various graphic organizers. (Word Sorts and Frayer)What students will Do:The student will write for a variety of purposes and audiences.The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.Predominant Language Arts Benchmarks Addressed: Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).Use grammatical conventions of written Standard American English, including subject-verb agreement,pronoun-antecedent agreement,agreement of nouns and their modifiers,verb formation,pronoun case, formation of comparative and superlative adjectives and adverbs, andidiomatic usage. Revise writing to improve clarity, tone, voice, content, and the development of ideas. Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics previously taught. Create narratives (for example, personal essays, memoirs, or narrative poems) that use descriptive language to create tone and mood.Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive).Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).Use four context clues to determine the meaning of technical terms and other unfamiliar words.Analyze the meaning of words by using Greek and Latin roots and affixes. Interpret euphemisms and connotations of words to understand the meaning of a given text. Spell new words using Greek and Latin roots and affixes.Essential Question:What do good reader’s do everytime they read and when they come to a word they don’t know?How does the use of specific reading and response strategies lead to greater comprehension and interpretation of literary texts?How do I identify parts of speech in a sentence?Materials Needed (Highlight One or More)PaperPen/PencilComputer/LaptopHighlightersManipulativesNovel/Text/TextbookOther:Planned Instructional Questions During Lesson: Creating: Students will create expository, persuasive, and narrative formal essays. Evaluating: Students will evaluate student sample essays to better understand how essays are broken down and evaluated based on the six trait rubric.Analyzing: Students will analyze the mechanics of sentence variety in order to improve sentence fluency. Analyze the meaning of words by using Greek and Latin roots and affixes. Applying: Students will apply the six traits writing guidelines in order to enhance their writing.Understanding: Students will understand how to write an effective formal essay.Remembering: What does this phrase mean: Writing is about power: How can improved writing make me more powerful?Assessments/Surveys:(Steps to check for student understanding – before and after instruction)Before: Previewing the writing process.Formative: Expository, Persuasive, and Narrative Writing Closure:(Summative) Unit ReflectionELL/ESE Strategies (Highlight One or More):Computer-Assisted Inst.Multisensory ApproachPeer/Adult TutoringCooperative LearningThink-AloudVisual AidsInquiry ApproachKey Words/Vocab.StorytellingMusic/VideosInstructional Strategies/Activities:Introduction (Suggested Time Frame – 2 weeks)Read Aloud – Examples of good introductionsWriting log – Write using teacher given promptsBody (Suggested Time Frame – 3 or 4 weeks)Read Aloud – Examples of good body paragraphsIntroduce the use of figurative languageIntroduce the use of transitional expressionsWriting log - only work on good body paragraphsRevisit Introductions Conclusion (Suggested Time Frame – 2 weeks)Read Aloud – Examples of good conclusionsWriting log – Work on conclusions using teacher provided promptsWriting conferences held for peer evaluations ExpositoryNarrativeDescriptivePersuasiveEssays Business lettersMemosResumesJournalsPoetryCommon Errors in writing:Dependent and Indepenedent ClausesCommon problens with writing: P.O.V. shifts in writing and Verb tense shifts ................
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